Digging In and Branching Out: Collaborative Processes of Building, Embedding, and Evolving Online Interactive Learning Modules for Library Instruction

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dc.contributor.authorEzell, Jon
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2022-02-16T21:15:00Z
dc.date.available2022-02-16T21:15:00Z
dc.date.issued2022
dc.description.abstractThis case study reflects on a long-term collaborative partnership between librarians and writing program administrators to plan, build, implement, and significantly revise two course-specific online learning modules. Of particular interest are contrasts between phase-delineated instructional systems design frameworks, such as ADDIE, and the often recursive, unpredictable, and messy paths of project development in practice. In describing the evolving uses of the modules within an ecosystem of programmatic library instruction, this study also demonstrates the utility of flexible, iterative, and organic approaches in evaluating, revising, and repurposing instructional design projects to meet unforeseen challenges and opportunities in an academic libraries context.en_US
dc.format.mimetypeapplication/pdf
dc.identifier.citationEzell, J. (2021) Digging In and Branching Out: Collaborative Processes of Building, Embedding, and Evolving Online Interactive Learning Modules for Library Instruction, Journal of Library & Information Services in Distance Learning, 15:2, 129-141, DOI: 10.1080/1533290X.2021.1942387
dc.identifier.doi10.1080/1533290X.2021.1942387
dc.identifier.urihttp://ir.ua.edu/handle/123456789/8347
dc.languageEnglish
dc.language.isoen_US
dc.subjectinstructional design
dc.subjectlearning modules
dc.subjectlibrary instruction
dc.subjectADDIE
dc.subjectCOVID-19
dc.subjectfirst-year writing
dc.subjectonline learning
dc.subjectdesign process
dc.subjectlibrary partnerships
dc.subjectcollaboration
dc.titleDigging In and Branching Out: Collaborative Processes of Building, Embedding, and Evolving Online Interactive Learning Modules for Library Instructionen_US
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